Download
1 / 33
330 likes | 424 Views
Quarter Three Reading Informational Text. Kindergarten Teacher Directions C ommon F ormative A ssessment. Quarter Three Informational Text Common Formative Assessments Team Members and Writers Thank you to all of those who reviewed and edited and a special
E N D
Quarter Three Reading Informational Text Kindergarten Teacher Directions Common Formative Assessment
Quarter Three Informational Text Common Formative Assessments Team Members and Writers Thank you to all of those who reviewed and edited and a special appreciation to Vicki Daniels and her amazing editing skills.
Important Information • This booklet is divided into two parts… • Teacher’s Resources • Page 1 – 18 • Student Assessment • Page’s 19 – 33 • This booklet is intended for assessing reading informational standards RI4, 8 and 9 at the end of the third quarter as well as Research Targets 2,3 and 4 as applicable. Read the passages aloud to kindergarten students as “listening comprehension,” before the assessment. • Printing Instructions… Be sure you have printed a teacher’s Edition! • Please print the teacher’s directions (pages 1 – 18). Read the • directions before giving the assessment. • Print pages 19– 33 for each student. • This would print each student page as an 8 ½ X 11 page… • or login to the Print Shop and order pre-assessments and/or CFAs. Note: Many “Read Alouds” for kindergarten (such as Green Eggs and Ham) are between a second and fourth grade reading lexile band.
Types of Readers Independent Readers: Students read selections independently without reading assistance. Students complete the selected response answers by shading in the bubble. Students complete the constructed response answers by writing a response for each question. Kindergarten Kindergarten teachers should follow the kindergarten teacher directions as “Listening Comprehension.” Non-Independent Readers: (Please indicate on record sheet if student is Not an Independent Reader) Read the selection and questions aloud to the student in English or Spanish. Read the selected response answers to the student. Read the constructed response answers to the student. You may write the answer the student says unless he/she is able to do so. Selected and Constructed Response QuestionsNote: The constructed response questions do NOT assess writing proficiency and should not be scored as such. Constructed Response - Quarters 1 and 2 Students answer 2 Short Response Constructed Response Questions about the passages. Constructed Response - Quarters 3 and 4 Students answer 2 Research Constructed Response Questions about the passages. Selected Response - Quarters 1 - 4 Students answer 10 Selected Response Questions about the passages. May vary for kindergarten Scoring Options Class Check-Lists (Reading Learning Progressions form) There is a learning progression “Class Check-List” for each standard assessed. This is to be used by the teacher for recording or monitoring progress if desired (optional). Write and Revise Write and Revise are added to the pre-assessments and CFAs in quarters 2, 3 and 4. They are not “officially” scored on any form, but will be scored on SBAC. Class Summary Assessment Sheet This is a spreadsheet to record each quarter’s pre-assessment and CFA. Selected Responses (SRs) are given a score of “0” or “1.” Constructed Response (CRs) in quarters 1 and 2 are given a score on a rubric continuum of “0 – 3,” and in quarters 3 and 4 a research score on a rubric continuum of “0-2." Student Self-Scoring Students have a self-scoring sheet to color happy faces green if their answers are correct or red if they are not. Student Reflection The last page in the student assessment book is a reflection page. Students can reflect about each question they missed and why. Teacher prompts may help student’s reflect (such as: What was the question asking, can you rephrase it?). Scoring forms are available at: http://sresource.homestead.com/index.html
Write and Revise The Common Core standards are integrative in nature. Student proficiency develops and is assessed on a continuum. The HSD, Common Formative Assessment (CFA) for quarter three includes three write and reviseassessed categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text. Quarter 3 Students “Read to Write” integrating basic writing and language revision skills. Write and Revise Assessed Categories for Quarter Three Writing: Write and Revise (revision of short text) Language: Language and Vocabulary Use (accurate use of words and phrases) Language: Edit and Clarify (accurate use of grammar, mechanics and syntax)
Important Please Read Before Starting Assessment • Quarter Three Preparing for Performance Tasks • The quarter three pre-assessment prepares students for performance tasks. There are many combinations of claims, targets and standards that can be used within a performance task.1 • Performance tasks have two parts (Part 1and Part 2). In quarter three students will complete the tasks highlighted below. • IMPORTANT – NEW • Please make copies of the note-taking form for each student • in your class if you choose to use it. • Note-Taking: Students take notes as they read passages to gather information about their sources. Students are allowed to use their notes to later write a full composition (essay). Note-taking strategies should be taught as structured lessons throughout the school year in grades K – 6. A note-taking form is provided for your students to use for this assessment or you may use whatever formats you’ve had past success with. Please have students practice using the note-taking page in this document before the actual assessment if you choose to use it. • 2. Research: In Part 1 of a performance task students answer constructed response questions written to measure a • student’s ability to use research skills. These CR questions are scored using the SBAC Research Rubrics rather than the short response rubric used in quarters 1 and 2. The SBAC Research Rubrics assesses research skillsstudents need in order to complete a performance task. • 3. Planning: In Part 2 of a performance task students plan their essay. They are allowed to use their notes. This is the • brainstorming or pre-writing activity. Students can plan their writing using a graphic organizer. • Note: During the actual SBAC assessment (grades 3 – 6) you may not be allowed to give students a pre-made note taking form or graphic organizer. Students may have to develop their own as they read. • Student Directions: Your students have directions in their student assessment booklet. They are a shortened version of what the directions will actually look like on the SBAC assessment. Please remind them to read the directions. 1Performance tasks (PT) measure complex assessment targets and demonstrate students' ability to think and reason. Performance tasks produce fully developed writing or speeches. PTs connect to real life applications (such as writing an essay or a speech or producing a specific product). http://www.smarterbalanced.org/sample-items-and-performance-tasks/.
Note-Taking Teachers.... Feel free to use the note-taking forms if you wish or use what you’ve been using in your classrooms and have had success with. If you use the provided note-taking form, your students need to have had practice with the form before the assessment. Each student will need a note-taking form for each passage. The form is located in the teacher’s instructional section. All underlined words on the note-taking form are grade-level standard specific academic language. Important information about note-taking: During a Performance Task, students who take notes as they re-read a passage for specific details that promote research skills (main idea/topic, key details, conclusion) will later be able to find answers to questions more efficiently. Kindergarten: Read the text to students. Re-read the text again for students to “note-take.” Reading the questions first and then the looking in the text for the answer is a good practice, however not all answers to higher level or inferred questions have explicit answers within a text. Read the text through to get the “gist” without the distraction of finding answers or note-taking. Re-read the text. Take notes using a note-taking form. Read and answer the questions. Students may find some answers to highlight if they are not inferred or explicit although many research questions are of a higher level.
Planning to Write a Full Composition Informational Full-Composition Performance Task Prompt What are different ways we use water? OPTIONAL! (By 4th quarter students will be asked to write a full composition. For now, you can do a whole group guided practice, modeled demonstration or skip the experience all together) Teachers.... Your students are preparing to write a full composition. Part 1of a performance task is part of that preparation (read paired passages, take notes and answer SR and CR questions). During Part 2 of a performance task students are allowed to look at their notes and SR and CR questions to gather information to plan a full informational writing piece using the performance task prompt (above). If you would like your students to have the experience of “planning” a full informational composition after completing Part 1(this assessment) here are a few ideas: Find a graphic organizer you’ve used before to plan a writing piece. Give explicit-direct instruction of the grade-level process allowing students to use their paired passages, notes and SR and CR responses. Be sure students know the criteria before they begin (what you are expecting them to do). Share exemplary models of completed graphic organizers. Review the criteria.
Research Note-Taking In the Classroom • The note-taking forms are scaffolded in grades K – 6 following the recommended • SBAC research targets and embedded standards. • http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf • Research Informational Text Standards: • (RI.3: Standard 3 is included as resource in the development of research and writing as it supports connecting information between and within texts). • RI.9: Final Task Goal: Students are able to compare and contrast – find similarities and differences within or between texts for a specific purpose. • The note-taking forms in this assessment support the above goal and the following • assessed research targets: • Research Target 2 • Locate, Select, Interpret and Integrate Information • Research Target 3 • Gather/ Distinguish Relevance of Information • Research Target 4 • Cite evidence to support opinions or ideas • Writing Research Standards: • Writing Standard 7: Shows and builds knowledge about a topic • Writing Standard 8: Analyzes information for a purpose • Writing Standard 9: Supports with evidence and reason
Kindergarten • Students are learning to read two or more texts about the same topic. During reading prompt and support students to think about both texts. Ask them to think about how they are the same and different. You may need to go back and refer to both texts throughout the assessment as this is a more complex cognitive skill. • Prompting and Support • Many of the kindergarten standards include the phrase with “prompting and support.” Prompting and support may include: • Reminding students of the question. • Asking students to rephrase the question. • Re-reading the text to the student. • Explaining the question in “kid language.” • Helping a student “begin” the task. • During prompting and support there should be a gradual release so the student is working independently “some of the time.” • OPTIONAL Assessment Method • Kindergarten has many levels of readiness. The following is an optional method that may be used in the classroom for assessments; ideally the support of an assistant would be helpful.
Grade K Name_____________________ What is the text mostly about? This is the main topic. Draw a main topic picture. 1 Read the text with the students. Ask the students if the text is about (use irrelevant examples – a french-fry?, a hair?). This will help students understand that when you ask what a text is mostly about you are referring to the subject or what is called a main topic. Ask students to draw a picture of the main topic. Remember students will need to have a note-taking form for each passage. Use letters, words or pictures. Tell more about the main topic. Ask students to explain more about the main topic. Tell students, “When we want to explain more about (name the main topic),we can look to see what else happened. We are looking for ideasand details.” Ask students, “What ideasor detailscan you find and tell about?” 2 • Differentiation: • Students who need more pages – print as needed. In kindergarten you can scaffold students to start with illustrating the main topic, then move to details and ideas in another lesson. Students who would benefit from enrichment can continue on with more specific details or a new text. • Students who need more direct instruction – teach each part in mini lessons. These concepts can be taught separately: • Main Topic • Ideas • Details • ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.
Grade K Name_____________________ What is the text mostly about? This is the main topic. Draw a main topic picture. Use letters, words or pictures. Tell more about the main topic.
SBAC Reading Assessment Three Assessed Research Targets (Constructed Response Rubrics)
Quarter 3 CFA Research Constructed Response Answer Key • Constructed Response RI.K.4, Research Target 4 5. What did the text say about temperature? Write words or letters to tell about it.
Quarter 3 CFA Research Constructed Response Answer Key • Constructed Response RI.K.8, Research Target 3 10. What can happen if there is a leaky faucet? Write or draw about it.
Quarter 3 CFA Research Constructed Response Answer Key • Constructed Response RI.K.9, Research Target 2 15. Draw hard and cold water. Draw liquid water. Draw a leaky faucet. Draw how to save water.
Write and Revise – Teacher Key 16. Put the period where it goes in the sentence. L.K.2b The dog is red . 17. Write a word under each picture. Use letters and sounds you know. Tell or draw more if you can. W.2 Student may write any combination of letters with any combination of sounds within each of the picture-wordsfor water or faucet (or leaky faucet). But some combination of letters should be represented for each picture. Students should write one letter or several that represent a sound or sounds in the picture. They may “write” or draw more about the pictures.
Quarter Three Reading Informational Text Kindergarten Common Formative Assessment Name_________________
Water Text 1 Think about an ice cubein a cup of water. An ice cube is frozen water. How are the ice cube and water different? The cube is hard and cold. The water is wet. It is also warmer than the ice cube. It is a liquid. Ice cubes and water have differences, but they are made out of the same stuff. So why do they look and feel different? The answer is temperature. The freezer is cold Temperature is how hot or cold something is. Try this experiment. Fill a cup with water. Then put it in the freezer at night. In the morning, take out the cup. You will see that the water has turned into ice. The next night, put that cup of ice in the fridge. In the morning, take out the cup. You will see that the ice has turned back into water.
Students may circle, underline, point or shade in (if appropriate) the correct answer. Please re-read the sentence with the underlined word. Support or prompt if needed with clues. What words describe an ice cube? What words tell what temperatureis? B C A A B wet or dry warm and liquid hard and cold hot or cold up or down
Students may circle, underline, point or shade in (if appropriate) the correct answer. Please re-read the sentence with the underlined word. Support or prompt if needed with clues. Which picture shows water as a liquid? B A The freezer is cold Describe a freezer. A B A hot place. A cold place.
5. What did the text say about temperature? Write words or letters to tell about it.
Don’t Waste Water Text 2 Drip, drop! Drip, drop! That is the sound of a leakyfaucet. One drop of water is not much. Many drops of water can add up to a lot. Just one leaky faucet wastes some water. People, animals, and plants need water. What can you do? Make sure you turn off the faucet. If you see a leaky faucet, tell a grownup. Listen! Do you hear water dripping? Do not let water go to waste.
Students may circle, underline, point or shade in (if appropriate) the correct answer. 6. What do leaky faucets waste? 7. Why does the author say to turn off the faucet? note: higher level question – prompt students with the word “why” A B B A It makes a Drip, drop! Drip, drop sound. food People, animals, and plants need water. water
Students may circle, underline, point or shade in (if appropriate) the correct answer. What can many drops of water do? note: higher level question – prompt students by asking “what happens when…?” Students may select “leak” because water can leak, but the question asks what can manydrops of water do… B B A A leak add up to a lot Fix the faucet. Turn off the faucet. 9. What can a grown-up do if water is dripping?
10. What can happen if there is a leaky faucet? Write or draw about it.
Students may circle, underline, point or shade in (if appropriate) the correct answer. 11. What do both texts tell about? B A water temperature 12. Which text tells how to save water? B A
Students may circle, underline, point or shade in (if appropriate) the correct answer. 13. Which picture shows how the two texts are different? Very high level – prompt with “what shows something about both texts…” B A warm and cold water dripping and frozen water 14. Which text would you read to learn how to make ice cubes? B A
15. Constructed Response RI.K.9 Students must compare both stories to find answers. 1 2 Draw liquid water. Draw hard and cold water. 4 3 Draw how to save water. Draw a leaky faucet.
16. Put the period where it goes in the sentence. L.K.2b The dog is red 17. Write a word under each picture. Use letters and sounds you know. Tell or draw more if you can. W.2 Students should write one letter or several that represent a sound or sounds in the picture. They may “write” or draw more about the pictures.
STOP Close your books and wait for instructions!
Color the happy face green if your answer was correct. Color the happy face red if your answer was not correct. Shade in the box to show your written score.
